NAPLAN, MYAT, PAT-R, PAT-M (and the list of Standardised external tests that we require our students to complete - some of which are "high stakes') are of limited use. Yes - they provide us with some insight into 'where a student is at' but inferences made from these can be far-reaching. At a systemic level, schools and teachers are given directives to "raise the middle band". What stands out for me is that we broadly acknowledge the limitations of Here I highlight the major points I took from the three keynotes (discussed in order of presentation - Prof Stephen Dobson, Dr Greg Thompson and Associate Professor Debra Bateman), and provide links to workshop resources shared at the Symposium.

The opening keynote by Prof Stephen Dobson resonated in many ways #ACSASym14 discussion via Twitter revealed. Day 1 Storified but... I made mistake of not accomodating for caps/no caps variations so it is an incomplete archive (sorry). Stephen's key note is avail HERE. Stephen made two assertions that really resonated with me:

2. Why are we always trying to be Finland or Hong Kong or Korea? We see these nations and their PISA results as something to aspire to but... Finland for example has "Master Degree/Teacher autonomy, no external assessment except to enter university, formative assessment by teachers BUT less professional development AND distanced teacher-student relations/less child centred pedaogy and more transmitting of knowlege".

Dr Greg Thompson's keynote on his ARC funded project "Effects of Naplan" entitled Problem Stakes: Why it is so important to understand the implications of NAPLAN was outstanding. Greg (Twitter @effectsofnaplan) clearly defined the high stakes nature of NAPLAN and its' negative effects (LHS image).

Greg identified a range of mediating factors - those that impact on student 'performance'. The limitations of NAPLAN became more evident with recent news media focusing on NAPLAN - click HERE. Importantly, Greg highlighted "what we can do" in terms of addressing the limitations of NAPLAN. I have to say however, that I like the recent blog by Dawn Casey Rowe which suggests teachers boycott standardised tests that are reductionist in their view of learning - avail HERE

My all-time favourite presenter and friend - A/Prof Debra Bateman - focused on the 'oppervations' or 'opportunities for innovation' within the current assessment climate. She spoke of the moral imperative teachers have in saying that "curriculum policy that is constructed with integrity demands that schools are accountable for student learning". With this in mind Deb articulated a clear argument for a focus on 'capturing student learning'. In doing so she critically discussed representations of learning (LHS below) and made perhaps the most important point of the conference for me - and that is (yes, I believe this point is so important I am using caps!) IT IS NOT OK TO ALLOW THE WEIGHT OF 'OTHERS' EDUCATIONAL AGENDAS' TO DISTRACT US FROM THE CORE BUSINESS OF TEACHING AND LEARNING (see RHS below)